Abstract
This study compared the effect of video modelling with and without embedded narration on the social communication skills of four typical school children. Target behaviours were appropriate conversational turn taking and correct conversational body posture. The differential effects of the two video modelling procedures were assessed using Alternating Treatments Designs with target behaviours and treatment conditions counterbalanced. Responding on both target behaviours was below normative levels during baseline assessment but improved across the alternating treatments phase, and remained at or above normative levels across an optimal treatments phase and in follow-up. Video modelling with narration was more efficient than video modelling without narration for all four participants and more effective for two. Implications of the findings and suggestions for future research are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 100-109 |
| Number of pages | 10 |
| Journal | International Journal of Educational Research |
| Volume | 87 |
| DOIs | |
| Publication status | Published - 2018 |
Keywords
- Communication skills
- Schools
- Video modelling
Cite this
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A comparison of video modelling techniques to enhance social-communication skills of elementary school children. / Anderson, Angelika; Furlonger, Brett; Moore, Dennis W.; Sullivan, Veronica; White, Maximilian P.
In: International Journal of Educational Research, Vol. 87, 2018, p. 100-109.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - A comparison of video modelling techniques to enhance social-communication skills of elementary school children
AU - Anderson, Angelika
AU - Furlonger, Brett
AU - Moore, Dennis W.
AU - Sullivan, Veronica
AU - White, Maximilian P.
PY - 2018
Y1 - 2018
N2 - This study compared the effect of video modelling with and without embedded narration on the social communication skills of four typical school children. Target behaviours were appropriate conversational turn taking and correct conversational body posture. The differential effects of the two video modelling procedures were assessed using Alternating Treatments Designs with target behaviours and treatment conditions counterbalanced. Responding on both target behaviours was below normative levels during baseline assessment but improved across the alternating treatments phase, and remained at or above normative levels across an optimal treatments phase and in follow-up. Video modelling with narration was more efficient than video modelling without narration for all four participants and more effective for two. Implications of the findings and suggestions for future research are discussed.
AB - This study compared the effect of video modelling with and without embedded narration on the social communication skills of four typical school children. Target behaviours were appropriate conversational turn taking and correct conversational body posture. The differential effects of the two video modelling procedures were assessed using Alternating Treatments Designs with target behaviours and treatment conditions counterbalanced. Responding on both target behaviours was below normative levels during baseline assessment but improved across the alternating treatments phase, and remained at or above normative levels across an optimal treatments phase and in follow-up. Video modelling with narration was more efficient than video modelling without narration for all four participants and more effective for two. Implications of the findings and suggestions for future research are discussed.
KW - Communication skills
KW - Schools
KW - Video modelling
UR - http://www.scopus.com/inward/record.url?scp=85008237810&partnerID=8YFLogxK
U2 - 10.1016/j.ijer.2016.05.016
DO - 10.1016/j.ijer.2016.05.016
M3 - Article
VL - 87
SP - 100
EP - 109
JO - International Journal of Educational Research
JF - International Journal of Educational Research
SN - 0883-0355
ER -